UK Faculty of Public Health

Overview

Phase 1 combines early induction to training and introduction to basic core public health skills with acquisition of knowledge. The induction will include workplace and human resources policies and practice.

Phase 1 of training usually takes a maximum of two years, up to the time that the trainee can demonstrate a secure public health knowledge base (knows and knows how).

Academic study in phase 1

During phase 1 trainee's may attend a course of academic study which will run across one or two years. (The total period of time in phase 1 would normally allow one year full-time equivalent, in three university terms, on an academic course plus a further year in early service work. Trainees who take their academic course in a modular structure across two years would achieve the same service level experience across that period of time).

Academic courses combine face-to-face teaching with self directed learning and this is complemented by workplace-based experiential learning, putting into practice early knowledge.

Assessment during phase 1

This phase is assessed through the Part A MFPH examination, a two-part examination testing knowledge through short answer questions and ‘knows how' through critical appraisal and a practical written exercise of a real public health problem.

In addition, by the end of phase 1 trainees will achieve learning outcomes in standard situations (assessed in the service environment) for example:

• those which are complicated by the influence of at least two external factors;
• involve a small population which is relatively homogeneous in make up;
• involve simple issues (e.g. can be decided by a single manager);
• are demonstrated as part of a larger project led by others.

Work based discussion and an adaptation of the mini clinical exercise will be used to assess analytic and data handling skills.

Transition from phase 1 to phase 2 requires a pass at the examination for Part A MFPH and a satisfactory assessment in phase 1 learning outcomes in the workplace.

Overview

Phase 2 (typically 6-9 months) sees trainees begin to further develop their core public health skills (examined via the Part B MFPH examination) and basic practical competence, typically through clearly defined service work. This uses their knowledge base acquired in phase 1 and applies this in increasingly complex practical settings.

By the end of phase 2 trainees will achieve learning outcomes in more complex situations for example:

• those which are complicated by two or more external factors the influence of which is not completely defined;
• involve a population that has more complex make up, e.g. multiple age groups, social groups or ethnic groups;
• involve intermediate issues (require a committee or subcommittee to make a decision);
• are demonstrated where the trainee is making a significant contribution to a larger project led by others or leading a smaller project.

In this phase trainees will be expected to take the lead for simple areas of work and develop their skills of presentation and debate.

During phases 1 or 2 trainees will spend three months (wte) on an attachment to a health protection unit or in health protection work and, when assessed as competent, will start out of hours duties.

Out of hours experience does not begin until the knowledge base is secured, as evidenced through a pass at Part A MFPH and satisfactory local workplace-based assessment of knowledge of on-call procedures.

Assessment of phase 2

This phase of the programme is mainly delivered through workplace based experiential learning assessed through:

The end of this phase is completed after a satisfactory performance at the Part B MFPH examination and satisfactory assessment of phase 2 learning outcomes in the workplace.

The very nature of public health practice may mean that trainees may be gaining some phase 2 competencies during phase 1, when they may start to put into practice their expanding knowledge base in pieces of service based work.

Overview

Phase 3 allows the trainee to consolidate core skills in the practice of public health and to develop specific interests which will enhance career opportunity.

This phase of training typically lasts from 24-30 months: from the time the trainee passes the Part B MFPH examination until they are awarded their CCT.

During this phase trainees learn mainly by experiential learning with new advanced theoretical knowledge covered by formal courses and conferences, mainly at a national level (e.g. advanced critical appraisal skills, specialist health protection skills).

By the end of phase 3 trainees will achieve learning outcomes in complex situations for example:

This phase allows those trainees progressing well in training to select optional special interest learning outcomes to add to their core competence. These options will have been planned during phase 2 and through regular discussions between trainer, trainee and programme director.

Some trainees will choose to remain within a generalist public health setting and consolidate their core skills.

Time out of programme, for example for Walport (or equivalent) academic training or relevant experience abroad, may be possible.

Assessment of phase 3

This phase is assessed through multiple source feedback, work based discussion, direct observation of practice, structured assessment of components of daily public health practice (mini CEX) and the trainee's portfolio of work.

Satisfactory completion of training is not simply a signing off of individual learning outcomes but will also require evidence both of experience of several settings as the context for competence and of integration of competencies to evidence performance at consultant level.

During phase 1 or 2 the trainee must undertake a three-month attachment (or equivalent period) to a health protection unit or consultant in communicable disease control, where they are expected to acquire many of the public health skills to deal with health protection issues

Guidance documents on health protection attachment

Below is a series of guidance documents describing the general training requirements in health protection for all trainees and the higher level of training for those trainees who wish to specialise in Health Protection.

• The FPH and the HPA approved Health Protection Training for generalists in public health, including Educational Requirements for on-call [pdf] in August 2006.
• Training in Health Protection [pdf] June 2003
  The guidance recognises the wider specialism of health protection that was announced in Getting Ahead of the Curve.
• Standards and guidance for commencement of supervised on call duties [pdf] May 2007
  This document describes the standards required of all trainees in public health to be achieved before starting supervised on-call duties. It also gives guidance to trainers on possible methods of delivery for development of competence for on-call and for assessment of competence.

Although communicable disease control is not a sub-speciality of public health, those interested in training to become a consultant in communicable disease control should make their interest known as soon as possible to their Faculty Adviser, who may refer them to a local CCDC trainer for further advice.

A log of health protection activity should be maintained by the trainee via a logbook.

Trainees expressing interest in developing special interests and who move onto this path of phase 3 training will be able to achieve additional optional special interest learning outcomes (OSILOs) in certain areas of the curriculum through trainee-selected special interest options and experience specialist settings while also consolidating their more advanced core competence.

The key areas within which competence may be taken beyond the core training requirements are:

• Health improvement (Key Area 5).
• Health protection (Key Area 6).
• Health and social service quality (Key Area 7).
• Public health information and intelligence (Key Area 8).
• Academic public health (Key Area 9).

The curriculum also recognises that some learning goals for highly specialised practice and experience in very specialist settings may need to be fulfilled through professional development beyond CCT.